Factsheet

Education in Ras Al Khaimah and the United

Arab Emirates
Natasha Ridge, Susan Kippels, & Sahar ElAsad1

Historical Development of
Education in the United Arab With the new wealth from pearling, demand for education
increased. In 1912, the first private schools in the Trucial States
Emirates2 opened in Dubai and Sharjah (Davidson, 2008). These schools

The earliest forms of education in the sheikdoms of the Arabian were independent initiatives started by pearl traders who had

Gulf3 were the katateeb –extensions of education in mosques, been exposed to modern schools during their travels (AlNaqbi,

which focused on Islamic teachings and the basics of reading 2009). By the 1920s, many of the Trucial States had opened

and writing (AlNaqbi, 2009). At this time, students, primarily schools using curricula and teachers from nearby Arab nations,

young boys, were taught by the local mutawa’a, a religious which began the shift towards the more secular and vocational

preacher, or the fiqi, a visiting religious teacher (Ridge, 2009). education that exists today (Ministry of Education [MOE] UAE,

At the end of the nineteenth century, there was a fundamental 2013; Davidson, 2008). However, these early developments

shift in education as the region experienced greater wealth were stifled when the pearling industry collapsed in the 1940s

following a boom in the local pearling industry. (Davidson, 2008).

1
The authors would like to thank Hanadi Mohammed Ali for her help collecting updated data for this report.
2
This section on the historical development of the UAE is largely adopted from Education and the Reverse Gender Divide in the Gulf States: Embracing the
Global, Ignoring the Local (Ridge, 2014).
3
The sheikdoms of the Arabian Gulf were later known as the Trucial States and eventually as the United Arab Emirates.
 Box 1. Egypt and the UAE public education system

While many different curricula were imported to the UAE in the early days of education,
the Egyptian model had the greatest influence on the country’s national education system
(Findlow, 2001). When the UAE started to modernize its education system in the early 1970s,
it did not have an internal model for modern education and needed to bring in external
educational advisors to counsel the rulers of the emirates (Findlow, 2001). Egyptians were
selected for these advisory roles due to Egypt’s more established education sector as well
as because their curriculum was perceived to offer a more “localized” education than the
Western models (Findlow, 2001).

In addition to advisory roles, many Egyptians migrated to the UAE to become teachers. These
teachers brought with them their teacher-centered approaches to teaching and learning
(Davidson, 2008). Historically, many Egyptian teachers came to the Gulf region as contract
workers hired through the Egyptian Ministry of Education (MOE), but that has since changed.
Although remnants of the Egyptian curriculum can still be found in the UAE’s public education
system, it is the enduring presence of Egyptian teachers and their teaching styles that are
most influential (Ridge, Shami, & Kippels, 2017).

By the 1950s, the economic situation had After the formation of the UAE in 1971, the Ministry
improved and schooling began to expand. This of Education (MOE) was formally established,
was done with the support of Kuwait’s Sheikh creating the national education system. That same
Abdullah Salem al Sabah, as he sought to develop year, His Excellency Sheikh Sultan bin Mohammed
the Trucial States’ education system through Al Qasimi was appointed the first Minister of
providing curricular support and funding for Education (see Table 1 for a list of past ministers). At
expatriate teachers (Davidson, 2008). The funding this time, the newly created MOE began to unify the
from Sheikh Abdullah Salem al Sabah also led to nation’s diverse mix of schools and consolidated
the opening of the country’s first modern public 47 schools that had previously been run by Kuwait
school in Sharjah in 1953 (MOE UAE, 2013; Ridge, and other entities (Ridge, 2009; Suliman, 2000).
2013). Basic education was also made compulsory for
all children (Ridge, 2014). As part of the continued
While some schools were funded by Kuwait,
effort to standardize the education system, the
additional schools were established by other
MOE launched the country’s National Curriculum
nations such as Bahrain, Egypt, India, Iran, Saudi
Project in 1979, and a national curriculum was
Arabia, and Qatar in the 1960s (see Box 1 for an
implemented by 1985 (Ridge, 2009).
overview of the significant impact Egypt has had
on the UAE education system) (Bahgat, 1999; Since the UAE’s establishment, the continued
Brooks, Fuller, & Waters, 2012; Davidson, 2008; development of the education system has been
Suliman, 2000). Typically, the countries that a key priority for the government. Considerable
financially backed the schools also staffed them investments have been made to address the
and used their own texts and curricula. Despite the educational needs of the nation, and many notable
establishment of several schools during this time transformations have taken place as a result.
period, education was still typically only available In 1992, the Ministry of Higher Education and
to children from privileged backgrounds (Ridge, Scientific Research (MOHESR) was established
2009). to oversee the higher education sector as well

2 Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research

 Table 1. Ministers of Education in the UAE (-1971Present)

1971-1973 Sheikh Sultan bin Mohammed Al Qasimi

1973-1979 Abdullah bin Omran Traim

1979-1983 Saeed Salman

1983-1990 Faraj Al Mazrouei

1990-1997 Hamad bin Abdulrahman Al Medfa’h

1997-2004 Ali Abdul Aziz al Sharhan

2004-2006 Sheikh Nehyan bin Mubarak Al Nahyan

2006-2009 Hanif Hasan Ali Al Qasim

2009-2014 Humaid Mohammed Obaid Al Qatani

2014-Present Hussain Ibrahim Al Hammadi

Source: UAE Cabinet, 2016

as scientific research policies (UAE Ministry of bin Ibrahim Al Hammadi, the 10th Minister of
Education [MOE], 2016b). However, in 2016, the Education, described part of the motivation
structure of the education system was changed behind the merger as being to encourage greater
and the MOHESR was combined with the Ministry cooperation through aligning the “thinking
of Education to form one Ministry responsible for and culture” of schools and higher education
all levels of education. His Excellency Hussain institutions (Pennington, 2016, p. 1).

Figure 1. School types across the UAE, by region (2014-15)

180
169
Emirati
160
Expatriate
140
128

120
Number of Schools

110
113 117 105

100 89

80 78
62
58
60
40
40 31
34
27
22
20 15
12
5

0
Abu Dhabi Western Al Ain Dubai Sharjah Ras Al Fujairah Ajman Umm Al
Region Khaimah Quwain
Region

Factsheet | Education in Ras Al Khaimah and the United Arab Emirates 3

 of all public school students were Emirati, with
The K12- School System in the majority of the remaining 19% (51,100) being
the UAE comprised largely of expatriate Arabs (see
Figure 2). This is primarily due to Arabic being
The education system in the UAE is comprised of
the medium of instruction in public schools (Abu
both a public (government) and a private sector.
Dhabi eGovernment, 2016; UAE Government, 2016;
However, there are also semi-government schools
UAE MOE, 2015).
operating in the country (see Appendix A on the
Abu Dhabi Centre for Technical & Vocational Although Emiratis currently comprise the majority
Education and Training (ACTVET) and Appendix B of public school students, they are also attending
on Emirates National Schools). The private school private schools in increasing numbers as well.
sector in the UAE is currently growing at a faster There were approximately 113,000 Emirati students
rate than the public sector. In 2010-11, 39% of enrolled in the private system during the 2014-15
schools were private and 61% were public (UAE school year, and they made up approximately 17%
MOE, 2010). However, by the 2014–15 academic of all private school students (see Figure 2). This
year, the percentage of private schools had growth has been particularly pronounced in Dubai,
increased to 45% while the percentage of public where from 2003 to 2010 there was a 75% increase
schools had decreased to 55%. This trend is most in the enrollment rate of Emirati students in private
pronounced in Dubai, where there are more than schools (Knowledge and Human Development
two private schools for every public school (see Authority [KHDA], 2011).
Figure 1). Like Dubai, Abu Dhabi also has more
private than public schools, which is in contrast
to the rest of the UAE where public schools still
outnumber private schools.

There are substantial differences in the student

demographics of public and private schools.
During the 2014-15 academic year, 81% (223,000)

Figure 2. Student nationalities in public and private schools across the

UAE (2014-15)

Emirati
800
Expatriate
700
Number of Students in Thousands

600

500

400 83%

300
19%
200

100 81%
17%
17%
0
Public School Private School

School Type

Source: UAE MOE, 2015

4 Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research

 Khaimah Education Zone official, 2016). However,
Public Schools in the UAE their responsibilities have recently changed, and as
Public schools in the UAE are single-sex and the of 2016, their role in the emirate of Ras Al Khaimah
primary language of instruction is Arabic. They are has shifted to focus on the licensing of public and
divided into a four-tier system covering 14 years private schools (personal correspondence with
of education: kindergarten (KG1 - KG2), primary Education Zone official, 2016).
(Cycle 1, Grades 1–5), preparatory (Cycle 2, Grades
Students and teachers
6–9), and secondary (Cycle 3, Grades 10–12) (UAE
Government, 2016). Across all regions, Emirati students make up the
majority of public school students. Figure 3 shows
Regulatory framework and structure
the breakdown of the number of Emirati versus
The MOE regulates public education in Dubai and expatriate students in UAE public schools by region.
the Northern Emirates (Ajman, Dubai, Fujairah,
During the 2014-15 school year, there were 11,813
Ras Al Khaimah, Sharjah, and Umm Al Quwain).
Emirati teachers and 11,965 expatriate teachers in
However, in Abu Dhabi, the Abu Dhabi Education
public schools in the UAE. While this breakdown
Council (ADEC), which was established in 2005,
is almost an even split between nationals and
oversees both public and private schools (Abu
expatriates, Figure 4 shows that the proportions vary
Dhabi Education Council [ADEC]), 2016). All
among individual emirates. There is a much larger
emirates, except Abu Dhabi, have an “Education
proportion of expatriate teachers in Abu Dhabi, Al
Zone” that coordinates relations between the
Ain, and the Western Region than in Fujairah and
federal MOE and local public schools. In the past,
Ras Al Khaimah. Most of these non-national teachers
these Education Zones were responsible for the
are Arab male expatriates4 who teach at boys’
supervision and implementation of federal and
intermediate and secondary schools (Ridge, 2014).5
local policies and for supporting administrative
Table 2 shows the nationalities of the UAE’s public
staff (personal correspondence with Ras Al
school teachers by gender and region as of 2017.

Figure 3. Student nationalities in public education across the UAE, by

region (2014-15)

60
Emirati
50
Number of Students in Thousands

Expatriate

40

30

20

10

Abu Dhabi Western Al Ain Dubai Sharjah Ras Al Fujairah Ajman Umm Al
Region Khaimah Quwain
Region

4
To learn more about the case of Arab expatriate teachers see Expatriate Teachers and Education Quality in the Gulf
Cooperation Council (Ridge, Shami, Kippels & Farah, 2014).
5
Table 4 on page 6 of the Fact Sheet shows teachers by cycle, nationality, and gender in the emirate of Ras Al Khaimah.

Factsheet | Education in Ras Al Khaimah and the United Arab Emirates 5

 Figure 4. Nationalities of public school teachers in the UAE, by region
(2014-15)

Emirati
6000

Expatriate
5000
Number of Teachers

4000

3000

2000

1000

0
Abu Dhabi Western Al Ain Dubai Sharjah Ras Al Fujairah Ajman Umm Al
Region Khaimah Quwain

Region

Table 2. Nationalities of public school teachers in the UAE, by gender and

region (2017)

Male Female
Region
Emirati Expatriate Total Emirati Expatriate Total

Abu Dhabi 242 1,295 1,537 1,822 1,917 3,739

Al Ain 192 1,275 1,467 1,979 1,576 3,555

Western region 5 362 367 114 620 734

Dubai 20 516 536 920 455 1,375

Sharjah 79 731 810 1,632 547 2,179

Ajman 11 283 294 548 271 819

Umm Al Quwain 2 95 97 249 119 368

Fujairah 34 323 357 1,130 170 1,300

Ras Al Khaimah 52 587 639 1,425 228 1,653

Total 637 5467 6104 9,819 5,903 15,722

Grand Total 21,826

Source: UAE MOE, 2017

Note: Data from March 2017

6 Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research

 Box 2. Participation in international assessments8

The UAE participates in international assessments such as the Programme for International
Student Assessment (PISA), the Trends in International Mathematics Science Study (TIMSS),
the Progress in International Reading Literacy Study (PIRLS) and the Teaching and Learning
International Survey (TALIS). Table A shows that over the past decade the emirates of Dubai
and Abu Dhabi, and the UAE as whole, have been participating in an increasing number of
international assessments.

PISA assessment year 2000 2003 2006 2009 2012 2015

UAE participation - - - Dubai X X

TIMSS assessment year 1995 2003 2007 2011 2015

UAE participation - - Dubai X X

PIRLS assessment year 2001 2006 2011 2016

UAE participation - - X X

TALIS assessment year 2008 2013 2018

UAE participation - X
Abu Dhabi (Scheduled)

The UAE’s participation in these international assessments allows for cross-national and
longitudinal comparisons of academic achievement in the country. In addition to collecting
data on core subject achievement (e.g., in mathematics, science, and reading), international
assessments also include supplementary survey data that provide insight into additional
areas such as parental involvement, student resources, teachers, types of schools, and
student learning styles. Academics and policymakers are able to use this information to
identify strengths and challenges to better support education in the country.

Curriculum6 Since the UAE was founded, there have been

several reforms7 that have altered the public
The Ministry of Education is responsible for
school curriculum. For example, the Madares Al
implementing the national curriculum in Dubai
Ghad (Schools of Tomorrow) program was started
and the Northern Emirates, while Abu Dhabi
in select public schools in 2007 to emphasize
public schools have an independent curriculum
using English to teach mathematics and science.
developed by the ADEC. This means that the MOE
However, the program was discontinued in
is responsible for producing subject syllabi and
2015 (Jonny, 2015). More recently, in 2016, the
for the preparation and oversight of assessments
government introduced new subjects, such
across six emirates (see Box 2 to learn more about
as innovative design, health sciences, career
international assessments in the UAE).

6
For more detailed information about the UAE public school curriculum, see Curriculum Development in the United Arab
Emirates (Ridge, Kippels, & Farah, 2017).
7
Both the MOE and the ADEC have relied heavily on foreign expertise to spearhead curriculum development initiatives
(Ahmed, 2013; Sahoo, 2016).
8
Launched in 2000, PISA is administered every three years and measures achievement levels of 15-year-old students in
mathematics, reading, and science. TIMSS was first conducted in 1995 and every four years it administered to measure
mathematics and science knowledge and skills of Grade 4 and Grade 8 students. PIRLS started in 2001 to measure
reading proficiency of Grade 4 students, and is conducted every five years. TALIS surveys teachers and was first
conducted in 2008 and takes place every five years.

Factsheet | Education in Ras Al Khaimah and the United Arab Emirates 7

 guidance, life skills, and business management Students and teachers
to the curriculum in public schools to expand the
The UAE’s private education sector has grown
breadth of educational offerings (WAM, 2016).
rapidly in response to the needs of the expatriate
iv. Financing population. According to MOE figures, the private
sector now caters to approximately 71% of the
Public schools in the UAE are funded by the
country’s student population, which includes
federal government. The federal government
both Emirati and expatriate students (see Figure
funds the building of schools, teachers’ salaries,
7) (UAE MOE, 2015). In Dubai, that percentage is
textbooks, the transportation of students, and, in
even higher, with 90% of all students in the emirate
theory, all other capital and recurrent expenditures
educated in private schools during the 2015-16
on education (Abu Dhabi eGovernment, 2016).
academic year (KHDA, 2016).
From kindergarten through university, Emirati
citizens can attend government schools, colleges, Curriculum
and universities free of charge (Abu Dhabi
Private schools in the UAE offer a wide range of
eGovernment, 2016).
curricula. In the 2015-16 academic year, in Dubai
In terms of overall spending on education, at alone there were 17 curriculum options offered
times the UAE’s spending has been relatively high in its network of private schools (KHDA, 2016).
when compared to the world average expenditure In Dubai, the largest number of private schools
on education as a percent of total government offer curriculum from the United Kingdom (UK)
spending, which fluctuated between 13.5% and (65 schools), United States (31 schools), and India
14.7% from 2000 to 2012 (World Bank, 2016). In (32 schools) (KHDA, 2016). In Abu Dhabi, there are
2014, approximately 20% of the UAE’s national 14 different types of curricula available, and the
budget, almost 9.7 billion dirhams (USD 2.64 United States and UK curricula are also amongst
billion), was allocated to education (Abu Dhabi the most popular there (ADEC, 2015). Additional
eGovernment, 2016; Reuters, 2013). However, in curricula offered at private schools in the UAE,
2016, the amount allocated to the MOE decreased amongst others, include those from France, the
to 6 billion dirhams (USD 1.6 billion), or 13% of the Philippines, Germany, and Pakistan (KHDA, 2016).
national budget (Ministry of Finance, 2016).
Financing
Private Schools in the UAE In the UAE, the majority of private schools are
for-profit. These schools typically have owners/
Regulatory framework and structure
investors who have an expectation that there will
There are three education authorities overseeing be a financial return. Non-profit schools currently
private education in the UAE (Nolan, 2012). In Abu comprise less than 25% of all private schools.
Dhabi, the Abu Dhabi Education Council (ADEC) However, these schools have been found to hire
oversees private schools. In the emirate of Dubai, more qualified teachers and provide better benefits
the Knowledge and Human Development Authority to their stakeholders, which include teachers and
(KHDA) regulates private schools, while in the students’ families (Ridge, Kippels, & Shami, 2015).
Northern Emirates the MOE, through its Education
One study in the UAE found that a greater
Zones, is responsible for private schools. Each
percentage of teachers in non-profit schools were
of these regulatory bodies has their own school
qualified in terms of official teaching certificates or
licensing requirements, inspection criteria, ranking
licenses when compared to teachers in for-profit
systems, and tuition fee criteria. Across all private
schools (94% versus 85%) (Ridge et al., 2015). The
schools in the UAE, it is mandatory that Arabic
same study also found that teachers at non-profit
language and Islamic Studies classes be provided
schools had salaries 1.5 to 2 times higher than for-
for Muslim students (Ridge et al., 2015). According
profit school teachers, while also receiving better
to Nolan (2012), the complex combination of
benefits and having a smaller number of students
regulatory bodies for private schools sometimes
per class (Ridge et al., 2015). In addition to the
results in competition for resources and control
better conditions reported by teachers, parents
between federal and emirate-level authorities.
also saw benefits to having their children enrolled

8 Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research

 Figure 7: Student nationalities in private education across the UAE, by
region (2014-15)

250
Emirati
Number of Students in Thousands

200
Expatriate

150

100

50

0
Abu Dhabi Western Al Ain Dubai Sharjah Ras Al Fujairah Ajman Umm Al
Region Khaimah Quwain

Region

Source: UAE MOE, 2015

in non-profit schools. Parents said they were changing as new institutions open, others close,
happier about the value-for-money of their child’s and some merge (Center for Higher Education Data
education than those parents who had a child in a and Statistics [CHEDS], 2012). In 2012, a report by
for-profit institution (Ridge et al., 2015). the Center for Higher Education Data and Statistics
(CHEDS) found that there were 102 active higher
Higher Education education institutions in the UAE, with only 69 of
them being accredited by the CAA (CHEDS, 2012). In
Higher education in the UAE refers to the public,
2016, the CAA had recognized 76 of the UAE’s active
semi-public, and private sector. The institutions
higher education institutions (CAA, 2016).
across each of these sectors offer various degrees
at the bachelor’s, master’s, and doctorate levels. Public
Higher education is under the auspices of the Public universities are open to Emirati students at the
Ministry of Education, which is responsible for undergraduate level and some, like UAE University,
setting policies and accrediting universities through also enroll expatriates students (Swan, 2016; UAE
the Commission for Academic Accreditation University, 2016a). The three primary federal higher
(CAA). The Ministry of Education is responsible education institutions in the UAE for Emirati students
for regulating tertiary education and scientific are noted in Table 3. At these institutions, the official
research policies across the emirates, including the language of instruction is English.
licensing of higher education institutions (Ministry of
In addition to federal universities, there are also
Education [MOE], 2016). In addition to accreditation other public, emirate-level, higher education
from the MOE, the Ras Al Khaimah and Dubai Free institutions. Three examples in the emirate of
Zones (geographical areas specifically designated Abu Dhabi include Khalifa University, Masdar
for international collaborations) also license Institute, and the Petroleum Institute. In late 2016,
universities (Rensimer, 2015). it was announced that these three Abu Dhabi
There has been a rapid increase in the number of universities would be merged to form one higher
education entity, in an effort to combine resources
accredited higher education institutions over the
and strengthen institutional achievements (The
last 20 years, growing from 5 in 1990 to 71 in 2013
National, 2016). However, to date, there has not
(UAE MOHESR, 2014). However, the exact number of
been more information regarding this.
higher education institutions in the UAE is frequently

Factsheet | Education in Ras Al Khaimah and the United Arab Emirates 9

 Table 3. Federal UAE higher education institutions

Approximate
Year number of
Name About
Established students
(2016)

UAE University is the country’s oldest higher education

institution. Located in Al Ain (the emirate of Abu Dhabi),
UAE University 1976 14,000 it consists of nine colleges. UAE University was the first
university in the UAE to institute a Ph.D. program (NAPO,
2013).

HCT’s 17 campuses are spread across the country, making

Higher Colleges of it especially popular among female students, who often
1988 23,000
Technology (HCT) live at home while undertaking their studies (Higher
Colleges of Technology [HCT], 2016b).

ZU has two campuses in Dubai and Abu Dhabi that

offer both undergraduate and master’s degrees (Zayed
Zayed University
1998 9,000 University, 2016a). Originally open only to women, starting
(ZU)
in 2009 the university opened admission to men (Zayed
University, 2016b)

Sources: HCT, 2016a; UAE University, 2016b; Zayed University, 2016c

Semi-public
(NYUAD), the American University of Dubai (AUD),
The second type of universities in the UAE is the the American University of Sharjah (AUS) and the
semi-public institution. Owned by private and/or American University of Ras Al Khaimah (AURAK).
state shareholders—typically, but not always, for Semi-public universities may receive partial or full
profit—these universities operate within specific financial backing from the federal or local emirate
emirates. Most of their students are expatriates. governments. Such financial arrangements
Institutions in this category include Abu Dhabi vary considerably, as do levels of government
University, New York University Abu Dhabi involvement and oversight.

Figure 8. Public and private schools in Ras Al Khaimah (2014-15)

Public Schools in Ras Al Khaimah

15 Kindergartens 39 boys’ schools 31 girls’ schools

3,673 106 12,815 1,643 12,848 1,943

Emiratis Emiratis Emiratis Emiratis Emiratis Emiratis

Private Schools in Ras Al Khaimah

25 mixed gender
2 kindergarten 3 boys’ schools 3 girls’ school
schiools

1,339 2,565 1,921 7,428 1,586 7,247 Data not

Emiratis Emiratis Emiratis Emiratis Emiratis Emiratis available

10 Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research

Private an overview of the types of school as well as the
demographics of their student body).
The UAE private sector includes a broad range
of higher education institutions and these The majority of Emirati children in Ras Al Khaimah
include international branch campuses as well as attend public schools. In 2014-15, they made up
independent institutes, many of which operate in 89% of total public school enrollment, including in
economic free zones. While private universities technical institutes (see Table 4). During the same
primarily serve expatriates, several institutions have year, 22% of the students enrolled in the emirate’s
relatively high percentages of Emirati students private schools were Emirati (Ras Al Khaimah
in relation to their total enrollments (Swan, 2014). Education Zone, 2015).
Some of the more well known private universities
There are 1,841 Emirati teachers (68%) and 853
include: The University of Wollongong in Dubai;
expatriate teachers (32%) in the Ras Al Khaimah
University of Bolton Ras Al Khaimah; Middlesex
public school teacher workforce. As shown in Table
University Dubai; and Murdoch University Dubai.
5, the majority of expatriate teachers work in Cycle

Education in Ras Al Khaimah 2 and Cycle 3 boys’ schools, which is similar to in

other emirates. The majority of these expatriate
As in other emirates, Ras Al Khaimah has a mix teachers have been working in the UAE for over 10
of public and private schools. However, public years (Ridge et al., Forthcoming).
schools are more common in Ras Al Khaimah
As in the wider UAE, private schools in Ras Al
than in other emirates. Excluding vocational and
Khaimah offer a large variety of curricula, with
adult education, Ras Al Khaimah is home to 85
eight different types available (Ras Al Khaimah
public and 34 private schools (see Figure 8 for
Education Zone, 2015). The curricula options at 33

Table 4. Students in public schools of Ras Al Khaimah by cycle and

nationality (2014-15)

Stage Nationality Number of Students

Emirati 3,637

Kindergarten Expatriate 106

Total 3,743

Emirati 11,449
Cycle 1
Expatriate 1,030
(primary)
Total 12,479

Emirati 8,661
Cycle 2
Expatriate 1,331
(primary)
Total 9,992

Emirati 5,553
Cycle 3
Expatriate 1,225
(primary)
Total 6,778

Emirati 716
Technical instituites
Expatriate 14
(Vocational)
Total 730

Grand total 33,722

Factsheet | Education in Ras Al Khaimah and the United Arab Emirates 11

 Table 5. Teachers in public schools in Ras Al Khaimah by cycle, nationality,
and gender (2014-15)

Educational Stage Nationality Male Female Total

Emirati 0 226 226

Kindergarten Expatriate 0 9 9

Total 0 235 235

Emirati 9 799 808

Cycle 1 Expatriate 15 117 132

Total 24 916 940

Emirati 80 727 807

Cycle 2 & 3 Expatriate 638 74 712

Total 718 801 1519

Grand total 742 1,952 2,694

Percent of grand total (by gender) 27.5% 72.5% 100.0%

Source: Ras Al Khaimah Education Zone, 2015

private schools are shown in Figure 9, with the most accredited HCT men’s and women’s campuses,
common being the MOE curriculum (17 schools) and Ras Al Khaimah Medical and Health Sciences
those from India (6 schools), the United Kingdom (4
9
University, and the American University of Ras Al
schools), and the United States10 (3 schools). Khaimah (AURAK) (Rensimer, 2015). HCT is the only
federal college in the emirate. Between 2009 and
Higher Education in Ras Al 2013, the number of students enrolled in higher
Khaimah education in Ras Al Khaimah increased from 2,778 to
3,846 students, (approximately 38%), which was the
There are at least 16 higher education institutions
second highest growth rate in the country over that
located in Ras Al Khaimah, including the nationally
period of time (Rensimer, 2015; UAE MOHESR, 2014).

Figure 9. Curricula followed by private schools in Ras Al Khaimah (2015-16) 11

Curricula of private Schools in Ras Al Khaimah

Ministry of United United International

Indian Baccalaureatev Pakistan Bangladesh Other
Education Kingdom States (IB)

17 schools 6 schools 4 schools 3 schools 1 school 1 school 1 school 1 school

Source: Ras Al Khaimah Education Zone, 2015; ADEC, 2016

9
These include the Central Board of Secondary Education (CBSE) system and the Indian School Certificate Examinations (ISCE)
syllabus.
10
Two of the American curriculum schools in Ras Al Khaimah list the Common Core State Standards, while one of the American
schools in Ras Al Khamiah specifies the Pennsylvania State Academic Standards and Benchmarks in addition to the Common Core
State Standards.
11
For the complete list of curricula followed by private schools in Ras Al Khaimah, see Appendix C

12 Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research

Ras Al Khaimah’s university population reflects the
wider gender disparity in higher education across
Challenges and
the UAE, in which female university students Opportunities
considerably outnumber their male counterparts.
Education in the UAE, including in Ras Al Khaimah,
During the 2015-16 academic year there were
has made great progress in many areas since
1,975 females enrolled at the HCT Ras Al Khaimah
the introduction of formal education. Over the
Women’s College while there were only 670
last several decades, the education system has
men at the HCT Ras Al Khaimah Men’s College,
undergone numerous reforms that have improved
representing approximately a 3:1 ratio of women
the quality of the education system and focused
to men (See Box 3 for more information about the
on supporting innovation and student success.
gender gap) (HCT, 2016b).

Box 3. Gender disparity in educational achievement in the UAE12

A prominent characteristic of the UAE’s education system is its gender gap in favor of girls.
While girls in the UAE not only surpass boys in terms of school enrollment, they also outperform
them in terms of achievement (Ridge, 2014). In terms of national assessments, girls consistently
outperform boys across the country. On the 2014 Common Educational Proficiency Assessment
(CEPA) girls scored an average of 168 points while boys scored an average of 163 points (Ministry
of Higher Education & Scientific Research [MoHESR], 2015). However, the differences in favor
of girls were more pronounced in certain geographical areas, such as in the Western Region,
where girls scored an average of 160 points, while boys only scored an average of 135 points
(MoHESR, 2015).

This pattern of gender gap in favor of girls also shows up in international assessments as well.
Table B shows that girls in the UAE performed better than boys in all three PISA 2015 domains,
with a seven-point difference in mathematics, 25-point difference in science, and 50-point
difference in reading (Organisation for Economic Co-operation and [OECD], 2015). This gender
gap is even more pronounced for the UAE nationals, as Emirati girls outperform Emirati boys
by much wider margins compared to the aggregated national data, with a 70-point gap
on reading scores. Within the larger context of PISA 2015, the UAE’s performance gender
gaps are some of the most significant gender differences observed in any PISA-participating
country (OECD, 2016).

Table B. PISA 2015 gender comparison of average performance between

the OECD and the UAE

OECD Average All UAE UAE National

Subject
Male Female Male Female Male Female

Mathematics 494 486 424 431 374 397

Science 495 491 424 449 371 412

Reading 479 506 408 458 354 424

Source: OECD, 2015

12
For even more information about the reverse gender divide in the UAE and wider Gulf region, see Education and the Reverse Gender
Divide in the Gulf States: Embracing the Global, Ignoring the Local (Ridge, 2014).

Factsheet | Education in Ras Al Khaimah and the United Arab Emirates 13

 Moving forward there are still some areas that from the primary to university level, with public
could benefit from continued focus, particularly in education provided for nationals free of charge at
the public education sector, which include: all levels. While much has been achieved, there
are still areas that can continue to be strengthened
1. Evaluating and improving the public school
to better serve students and their families. With
curriculum to better meet the needs of society
continued research and the piloting of more
and the workplace;
education initiatives, it is anticipated that the quality
2. Improving the English language proficiency of education available to both citizens and residents
of Emirati secondary school graduates, given of the UAE will continue to rise. A deeper focus on
that English is the language of instruction at certain areas, such as on curriculum evaluations, as
all public universities; well as a support for struggling Emirati boys, could
3. Improving the academic performance of male help ensure that all students reach their potential.
Emirati students;
Appendix A. Technical
4. Recruiting and retaining male Emirati teachers;
education in the UAE: Abu
5. Advancing and promoting research at the
higher education level and incorporating its
Dhabi Centre for Technical
contributions into government decisions and & Vocational Education
policies; and Training (ACTVET)13
6. Encouraging the entry of more non-profit
The Abu Dhabi Centre for Technical & Vocational
schools into the private sector;
Education and Training (ACTVET) was established
7. Improving inclusive education and early in 2010 under the directorate of His Highness
childhood policies and practices. General Sheikh Mohammed bin Zayed Al Nahyan
(ACTVET, 2015). ACTVET presently manages
It is clear that the UAE has a range of education
a number of secondary and tertiary level
options available for both male and female students

Figure A1. Secondary education programs overseen by ACTVET

High school system

ADVETI IAT

Secondary Technical Schools (STS)

Applied Technology High Schools (ATHS)
1. Abu Dhabi (m,f)
1. Abu Dhabi (m,f)
2. Al Ain (f)
2. Al Ain (f)
3. Dubai (m)
3. Dubai (m)
4. Ras Al Khaimah (m)
4. Ras Al Khaimah (m)
5. Fujairah (m)
5. Fujairah (m)
6. Ajman (m,f)
6. Umm Al Quwain (m,f)
7. Umm Al Quwain (m,f)
7. Sharjah (m,f)
8. Sharjah (m,f)
8. Ajman (m,f)
9. Dalma (m,f)

Note: m=male, f=female Source: ACTVET, 2015

13
This appendix is not comprehensive. For a more detailed overview of the wide-range of work led and overseen by ACTVET, see
(ACTVET, 2015).

14 Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research

educational and vocational training programs, and
it is accredited by the Vocational Education and
Appendix B. Emirates
Training Awards Council (ACTVET, 2015). The aim National Schools
of ACTVET is to “increase the number of skilled
The Emirates National Schools (ENS) is a network
Emirati youth in rewarding career paths and foster
of private schools that was started in 2002 under
life-long learning and personal development”
the auspices of the Ministry of Presidential Affairs.
(ACTVET, 2015, p. 8).
Currently, there are over 9,000 students enrolled
Two key organizations that fall under ACTVET are across five ENS campuses in the UAE, three in Abu
the Abu Dhabi Vocational Education and Training Dhabi, one in Sharjah, and one in Ras Al Khaimah
Institute (ADVETI) and the Institutes of Applied (ENS, 2016a). At the secondary level, classes are
Technology (IAT). The main secondary school gender-segregated (ENS, 2016c).
operations of these two entities are Secondary
English is the language of instruction for classes,
Technical Schools (STS) and Applied Technology
except for Arabic and Islamic Studies, which
High Schools (ATHS) and can be seen in Figure A1.
are taught in Arabic (ENS, 2016a). For courses in
Secondary Technical Schools (STS). ADVETI was Arabic, Islamic, and UAE Studies, ENS follows
created in 2007 as an initiative of the Abu Dhabi the educational requirements prescribed by
Government, and it has seven primary entities 14 the UAE Ministry of Education. However, for
under it, including the Secondary Technical other courses, ENS follows the Common Core
Schools (STS). The first STS school was piloted Standards and uses American curriculum content.
by ADVETI in 2010-11 in Abu Dhabi for male Also, depending on the school, the ENS is also
students, and it has since been expanded across authorized, or a candidate to become authorized,
the emirates, and there are now STS programs for as an International Baccalaureate (IB) provider
both girls and boys, depending on the location (ENS, 2016a). Grade 11 and 12 students can
(see Figure A1) (ACTVET, 2015). STS run a three- therefore sit for either the IB Diploma Programme
year program, which begins at Grade 10, designed (DP) or the College Board Advanced Placement
to provide Emirati youth with a secondary school Program (AP) (ENS, 2016c).
education centered on technical and technological
Admittance to ENS is open to students from any
education. Admission to STS is open to UAE
nationality (personal communication with ENS,
nationals aged 14-16 who pass the STS entrance
2016). The 2015-16 academic year fees in Abu
exams and meet other admission criteria (ACTVET,
Dhabi ranged from approximately 23,000 AED
2015; STS, 2016).
(USD 6,300) at the kindergarten level to 55,900
Applied Technology High Schools (ATHS). Founded AED (USD 15,200) for Grade 12 (ENS, 2016b).
in 2005 by the royal decree of His Highness
Sheikh Khalifa bin Zayed Al Nahyan, the IAT
operates as a “corporate body with full financial
and administrative independence” (IAT, 2016, p1).
The current Minister of Education, His Excellency
Hussain Ibrahim Al Hammadi, has been Chairman of
the Board of Trustees at IAT since its inception (IAT,
2016). As part of its secondary education program,
IAT runs Applied Technology High Schools (ATHS).
Admission to ATHS requires an application and
is open to UAE and GCC nationals who are 13-16
year olds and meet specific requirements (Applied
Technology High School [ATHS], 2016).

14
These seven entities are “Al Jazirah Institute of Science and Technology in Abu Dhabi, Al Jaheli Institute of Science and Technology
in Al Ain, Baynounah Institute of Science and Technology in Western Region, Al Reef Institute of Logistics and Applied Technology
in Al Shahama, Sharjah Institute of Science & Technology in Sharjah, Secondary Technical School (STS) and Vocational Education
Development Center (VEDC)” (ACTVET, 2015, p. 15).

Factsheet | Education in Ras Al Khaimah and the United Arab Emirates 15

 Appendix C. Curricula Followed by Private Schools in
Ras Al Khaimah
Curriculum School Name

Al Manar School

Islamic Education School

Al Arabia School

Al Salaf Al Saleh School

Ras Al Khaimah Modern School

Dar Al Alam School

Al Nasr School

Nidaa Al Islam School

Ministry of Education
Sheikha Hissa bint Saqr School

Al Mamoora Boys School

Al Mamoora Girls School

Al Mareidh Girls Schools

Al Baraa bin Azeb Boys School

Al Kharan Evening School

Al Nakheel School

Masafi Nursery

Indian Scholars School

English Ideal School

Alpha School
Indian
Indian Public School

Indian Modern School

Indian Private School

Ramsis English School

Al Rashad School
British
GEMS Westminster School

Ras Al Khaimah Academy (British)

Ras Al Khaimah American Academy for girls

American Emirates National School

Wellspring School

International Baccalaureate Ras Al Khaimah Private Academy (IB)

Pakistani Pakistan Secondary School

Bangladeshi Bangladesh Islamic School

Own Curriculum The International School of Choueifat

Source: Ras Al Khaimah Education Zone, 2015

16 Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research

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20 Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research

 The Sheikh Saud bin Saqr Al Qasimi
Foundation for Policy Research
Developing Research, Supporting Minds
Based in the Emirate of Ras Al Khaimah, the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research is a non-
profit foundation that was established in 2009 under the patronage of His Highness Sheikh Saud bin Saqr Al Qasimi,
Member of the Supreme Council of the United Arab Emirates and Ruler of Ras Al Khaimah. The Foundation has three
broad functions:

• Inform policy making by conducting and commissioning high quality research,

• Enrich the local public sector, especially education, by providing educators and civil servants in Ras Al Khaimah
with tools to make a positive impact on their own society, and

• Build a spirit of community, collaboration, and shared vision through purposeful engagement that fosters
relationships among individuals and organizations.

Log onto www.alqasimifoundation.com to learn more about our research, grants, and programmatic activities.

Copyright (c) 2015 Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research

Factsheet | Education in Ras Al Khaimah and the United Arab Emirates 21

 Tel.: +971 7 233 8060, Fax: +971 7 233 8070
P.O.box: 12050, Ras Al Khaimah - United Arab Emirates
Email: [email protected]
www.alqasimifoundation.com

24 Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research